e-Learning Planning Framework

This section contains the e-Learning Planning Framework (eLPF) along with supporting information and resources. These resources are designed to support you, and your school, in assessing and developing your e-capability.

The e-Learning Planning Framework explained

The e-Learning Planning Framework (eLPF) and Māori-medium eLPF are tools to help schools and teachers reflect on, and evaluate, their e-learning capability. The eLPF is intended to support regular self-review and subsequent improvement of e-learning skills and knowledge, in ways that reflect our bicultural heritage within a multicultural context.

The dimensions within the eLPF/MMeLPF are derived from a synthesis of international research and from a range of e-capability frameworks; while the phases draw on professional learning frameworks such as the Concerns-Based Adoption Model (CBAM
).

All the dimensions of the eLPF/MMeLPF need to be "in play" if a school is to sustain its e-capability development over time, and in ways that reflect effective practice for educators and outcomes for learners.

The framework provides schools and teachers with:

a self-review tool for schools to gather evidence about practice

a "road map" for building e-learning capability

a tool to evaluate the effectiveness of e-learning programmes

resources and services to support schools as they build capability.

Karen Melhuish, explains the e-Learning Planning Framework (eLPF). She describes its purpose, how it can be used, and how it is supported by content on the Enabling e-Learning website.

Phases of the e-Learning Planning Framework

Phases in the e-Learning Planning Framework move from "Emerging" through to "Empowering". These phases describe how digital technologies are integrated into teaching and learning within each dimension of the framework.

The phases – from Emerging through to Empowering – have been aligned with a number of international frameworks that describe how technology is adopted and integrated into teaching and learning.

Key characteristics of the phases

Pre-emerging: There may be little awareness of what e-learning is or the role it can play in teaching and learning. No deliberate actions may yet have been taken to explore e-learning. The use of technologies may be ad hoc, and there may be no reference to technologies in the school’s strategic planning.

investigating, raising awareness, and planning

Emerging: Your school may be focusing on investigating, raising awareness, and planning for ways to integrate technologies in your school's vision and curriculum. You may be finding out about particular technologies and their use across the dimensions. In the classroom, you may see technologies added on to teacher-directed tasks possibly as a substitute for non-digital approaches.

trialing and establishing

Engaging: Your school may be focusing on establishing and connecting planning across the school as well as trialing ways to use technologies appropriately to meet staff, community, and students’ needs. In the classroom, you may begin to see technologies used as part of higher-order (deep), collaborative teaching, and learning. The technologies begin to improve aspects of the learning experience.

effectively aligned processes and practices

Extending: Your school may have effectively aligned processes and practices across the school and community. The use of technologies is appropriate and allows significant adaptation of learning experiences to meet all learners' needs. In the classroom, teachers and students may work together to use technologies as part of authentic, higher order, co-constructed learning.

technologies make new ways of learning possible

Empowering: Your school and community regularly plan, review, and evaluate in partnership. Technology use is "anytime, anywhere", virtual, open, and equitable. It enhances needs-based, co-constructed learning within and beyond the school community. In the classroom, technologies make new ways of learning possible. It is collaborative, personalised, higher-order, and embedded in the real world.

Decisions about how to support staff, support learners, purchase new technologies, and develop school infrastructure, should be made based on accurate information. The eLPF self-review will provide you with important data about your school's e-learning and e-capability. Use this data to inform your planning and decision making.

We encourage schools to:

provide support for staff on the nature of e-learning, effective pedagogy (in the NZC), and how to undertake a self-review

understand why they are participating in a self-review process

examine how the survey will inform the school's strategic plan and professional learning design

explore the ideas and thinking behind building the school's e-capability over time within the five dimensions of the eLPF.

An inquiry approach for using your e-Learning Planning Framework data to review current practice and plan your next steps.

Use this document along with the discussion starters, practical steps, and examples and resources
to develop your goals and plan steps for achieving them.

Discussion starters

Use these discussion starters in conjunction with the e-Learning Planning Framework
to develop teacher inquiry into how effective teaching and learning can be enhanced with and through technologies.

Principals

"How do teachers inquire into their use of e-learning?"

Can you describe what professional learning and evidence-based practice looks like in your school?

How, and to what extent, do teachers inquire into their use of e-learning?

How does your school support teachers to engage in new ways of thinking and new ways of working to improve identified student outcomes?

Teachers

"What is the impact of e-learning on your students?"

What are your students' e-learning needs? What e-learning professional development do you need to help you support your students' learning?

What activities will be important for your e-learning professional development?

How will you deliberately gather information so you have evidence of how your professional learning is impacting on your classroom practice?

How will you evaluate the impact of e-learning on your students’ learning - in particular Māori, Pasifika, and students with special learning needs?

Practical steps

Principals

As a staff and community, discuss, develop, and share your values and beliefs. Explore ways to encourage openness, inclusive networks, and partnerships as you engage in professional inquiry into e-learning.

Select/develop resources and activities to help staff make connections between current research and their own practice.

Create and support opportunities to build knowledge, skills, understandings, and share effective practice.

Examples of the e-Learning Planning Framework phases in action

Phases in the e-Learning Planning Framework move from "Emerging" through to "Empowering". These phases describe how digital technologies are integrated into teaching and learning within each dimension of the framework as schools and teachers develop their digital fluency.

Scenario 1: Pre-emerging to emerging

"We haven’t ever really had a plan for the the use of ICTs in school, although we do have a computer suite and one or two desktop computers in each classroom. I’m not sure we really know what’s possible these days. We feel a bit out of touch but are keen to find out more so we don’t get left behind."

Possible next steps

Raise awareness of what e-learning is and what might be possible across the staff and community - connect with and visit other schools, explore stories in the Enabling e-Learning media gallery
.

Set up small-scale pilots or investigations in teams or syndicates to feedback.

Identify strengths across your staff and community. Look at the data on students' needs to identify priority areas.

Explore effective pedagogy such as examples of collaborative learning in action or the use of SOLO taxonomy.

Scenario 2: Emerging to engaging

"One of our DPs and a small group who are interested in ICTs have been doing some research this year. One of them went to a large conference and brought lots of ideas back. Using Enabling e-Learning resources, we have started to explore the different dimensions in the the e-Learning Planning Framework. We have a number of trials in place across the teaching staff based on what the data tells us about our learners' needs."

Possible next steps

Clarify a shared vision and strategic direction.

Establish priority areas and design, conduct, and review trials. For example, a syndicate or team might explore the use of collaborative technology in writing for a term, focusing on their Māori learners.

As a staff, explore and begin to trial ways of designing activities that model effective pedagogy, integrating technology.

Scenario 3: Engaging to Extending

"I have just been given a set of iPads for my classroom which is very exciting but also a bit daunting. e-Learning is in our school's strategic plan and I have some support for my professional development (PD) from a facilitator. I’m also getting advice from people in the Virtual Learning Network (VLN) groups. We have had a bit of a play with the iPads but I intend to trial their use quite deliberately – I am establishing students’ learning needs, selecting apps and their use according to those needs, and monitoring a small group quite closely to evaluate the impact of this."

Possible next steps

The intention is to move from pockets of strength to growing a shared understanding across the staff, whānau, and community. Explore ways to mentor staff based on their learning needs.

Ensure leadership is learning-focused and driven by the curriculum vision, graduate profile, and strategy.

Provide time for staff to grow understanding of effective learning design, both curriculum, and pedagogical knowledge so they can adapt and transform learning with increasing confidence.

Consider ways to create shared learning spaces so whānau, staff, and students begin to work as a learning community. For example, explore the use of e-portfolios, learning management systems, and social media.

Scenario 4: Extending to Empowering

"Our school has been exploring the way we use technologies for some time. e-Learning is integral to our annual strategic planning and we have a dedicated professional learning programme of inquiry. The infrastructure is reliable and supports the way we are using technologies with all learners. The community – family and whānau – are increasingly involved in the conversations about how and why we use technologies. A focus for our teachers now is exploring ways to use technologies to personalise and differentiate the curriculum to suit all our students' needs. This is an on-going inquiry for all of us."

Possible next steps

Moving towards sustainable growth – establish systems that allow for regular review, planning an evaluation of e-learning, based on evidence, including student data.

Engagement with whānau and students should become routine.

Explore ways to connect your staff and community to wider networks for learning, authentic tasks, and sharing knowledge.

Examples and resources to support progression through the phases, from "pre-emerging" to "empowering", across the eLPF dimensions

The Enabling e-Learning website is designed to support each strand within the five dimensions of the e-Learning Planning Framework. Each section of the site provides information, school stories, and resources for principals, school leaders, and teachers that will assist your development of e-capability.

Use the data from your eLPF survey to set your goals.

Use the content on the website to help with planning how you will move through the eLPF phases (from pre-emerging to empowering) to achieve your goals.

Beyond the classroom

In this dimension, you review how you engage with your community – and wider networks – with and about digital technologies.

Use digital technologies to engage with whānau/iwi and community in culturally responsive ways

Our school community uses digital technologies to connect for learning, locally and globally

Learning and teaching

In this dimension, you review how The New Zealand Curriculum is enabled by digital technologies, in ways that reflect our bi-cultural heritage. This includes e-learning within the whole school curriculum, digital literacies, learning areas, pedagogy, and assessment.

Assessment

Professional learning

In this dimension, you review how teachers are building their e-learning capability within the school community and virtual networks, in ways that reflect our bicultural heritage. This includes how far the school is sustaining a professional e-learning community and supporting professional inquiry into e-learning.

The senior leadership team at Hampden Street School explain how their e-learning plan supports their strategic plan in terms of planning for, developing, and utilising digital technologies to support learning and teaching.

Pakuranga College DP, Billy Merchant explains taking staff with you on the e-learning journey is number one. Not all staff will move at the same pace and in the same way so they provide lots of different channels and different avenues for support.

Pakuranga College principal, Michael Williams explains their system for PLD. Using their rubrics teachers can identify their strengths and next steps. e-Mentors support teachers with their inquiries into using digital technologies effectively.

Wairakei School principal, Shane Buckner discusses why the school adopted a BYOD approach to enable their children to become connected, capable learners, using one-to-one devices to personalise learning.

Pakuranga College’s strategic goal is to provide students with the skills, values, and attitudes they need to be successful now and in the future. Principal, Michael Williams explains how they use digital technologies as a tool to support that goal.

Michael Williams Billy Merchant, Pakuranga College, describe how their teaching staff have developed good pedagogy and are more confident in using digital technologies to support learning.

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The Māori-medium e-Learning Planning Framework

The Māori medium e-Learning Planning Framework (MMeLPF)
has been developed to support Māori medium settings to gauge e-capability in their setting. The MMeLPF was scoped and developed in collaboration with Māori medium educators, then trialed in Māori medium settings in 2013.